Communicative Language Teaching: Theory, Practice, and Implementation
Theory of Language
The theory of language teaching focuses on developing linguistic competence, the ability to produce grammatically correct sentences. However, communicative competence, as defined by Hymes, encompasses the knowledge and skills necessary for effective communication within a speech community. This theory is more comprehensive than Chomsky’s view of competence, which primarily addresses abstract grammatical knowledge.
Canale further expands on communicative competence, identifying four dimensions: grammatical or linguistic competence, sociolinguistic or characterize competence, discourse or text competence, and strategic or intellectual competence. Grammatical competence involves grammatical and lexical capacity, while sociolinguistic competence enables understanding of social contexts and appropriate communication based on role relationships. Discourse competence refers to the ability to interpret individual sentences in relation to other elements and to produce and interpret texts. Strategic competence encompasses the coping strategies used by speakers to initiate, terminate, maintain, and adapt communication.
Theory of Learning
The theory of learning in communicative language teaching emphasizes the importance of communicative principles in learning activities. These principles include:
- Communicative principles: Activities should be related to real-life situations to facilitate communication.
- Task principle: Activities that involve using language to complete tasks promote learning.
- Meaningfulness principle: Understanding the meaning of activities supports the learning process.
Additionally, the theory of learning distinguishes between acquisition and learning. Acquisition is an unconscious process that involves developing the target language system through real-life communication, while learning involves the presentation of grammatical knowledge and cannot be driven by acquisition. Acquisition involves creating utterances in spontaneous conversation.
Design
Objectives
Communicative language teaching has multiple levels of objectives:
- Content level
- Linguistic and instrumental level
- Affective level of interpersonal relationships and conduct
- Level of individual learning needs
- General educational level of extra-linguistic goals
Learners also have specific needs for mastering a foreign language, including reading, writing, listening, and speaking. These skills are aspects of communicative competence, tailored to the level and needs of the students.
Syllabus
The syllabus in communicative language teaching includes semantic-grammatical categories, such as frequency. Additionally, it focuses on communicative functions that students need to develop, such as describing, requesting information, and expressing agreement or disagreement. Vocabulary and grammar are also essential components of the syllabus.
Types of Learning and Teaching Activities
Learning and teaching activities in communicative language teaching aim to help students achieve communicative objectives and engage in communicative processes such as information sharing, negotiation of meaning, and interaction.
There are two main types of activities:
- Functional communication activities: These include activities such as comparing pictures, discovering missing features in maps, following directions, and solving problems.
- Social interaction activities: These include conversation and discussion sessions, dialogues, role plays, simulations, and debates.
Learner Roles
Communicative language teaching allows for different roles for students learning a second language in class. Learners should be negotiators and interactors, contributing to their own learning. Often, there is no set text or discussion, and the classroom arrangement is non-standard. Corrections of mistakes are not as common, and the cooperative approach may be unfamiliar to students.
Teacher Roles
Teachers in communicative language teaching have three main roles:
- Facilitator: Facilitating communication between students through various activities and texts.
- Participant: Acting as a participant within the learning-teaching group, organizing resources and guiding the class.
- Researcher: Observing and assessing the students’ capacities and skills.
Counselor
Teachers use various methods to understand and support students, including:
- Text-based materials
- Task-based materials
- Realia
Teachers should be effective communicators and use techniques such as paraphrase, confirmation, and feedback. They should not be the center of the activities.
Text-based Materials
Text-based materials in communicative language teaching typically include a theme, a task analysis for thematic development, practice situations, and comprehension questions.
Task-based Materials
Task-based materials involve a variety of games, role plays, simulations, and activities that focus on communication. These activities may include exercise handbooks, cue cards, and pair-communication practice materials.
Realia
Realia in communicative language teaching includes authentic materials such as magazines, advertisements, newspapers, maps, pictures, and charts.
Procedure
The procedure for teaching a lesson in communicative language teaching typically involves:
- Presentation of a brief dialog or mini-dialogs
- Oral practice of the dialog
- Questions and answers based on the dialog
- Study of basic communicative expressions
- Oral recognition and interpretation activities
- Oral production activities, progressing from guided to freer communication
Communicative language teaching distinguishes between pre-communicative activities (structural and quasi-communicative) and communicative activities (functional communication and social interaction activities).